Einstein and dyslexia: Is giftedness more frequent in children with a specific learning disorder than in typically developing children?

Toffalini, Enrico; Pezzuti, Lina; Cornoldi, Cesare

doi:10.1016/j.intell.2017.04.006

Cited by 30 publications

(60 citation statements)

References 19 publications

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“…However, the important consideration of this result is that the WAIS-IV can be considered a good measure when assessing high-ability adults. The clinical usefulness of these findings may be seen when assessing high-functioning individuals with learning disabilities (Toffalini, Pezzuti, & Cornoldi, 2017) or other psychological issues (“twice-exceptional”; Webb et al, 2016). For instance, gifted people often show higher performances across all cognitive domains; therefore, each difference between specific abilities would need further evaluations.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale

et al. 2017

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The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

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Section: Discussionmentioning

confidence: 99%

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale

et al. 2017

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“…The data were selected from a larger dataset including the WISC-IV profiles of 1,414 children with different subtypes of learning disorder. Subsets of the entire dataset were analysed in previously published articles (Cornoldi, Orsini, Cianci, Giofrè, & Pezzuti, 2013;Giofrè & Cornoldi, 2015;Giofrè, Stoppa, Ferioli, Pezzuti, & Cornoldi, 2016;Giofrè, Toffalini, Altoè, & Cornoldi, 2017;Toffalini, Giofrè, & Cornoldi, 2017a;Toffalini, Pezzuti, & Cornoldi, 2017), but none of the analyses discussed in this paper were the subject of said previous reports. All data were provided by licensed psychologists with expertise in learning disabilities, working in clinical centres located in eight major Italian regions.…”

Section: Participantsmentioning

confidence: 99%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

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“…Regarding studies using WISC‐IV, findings showed lower scores in Working Memory Index (WMI) and Processing Speed Index (PSI) in children with ADHD (Mayes & Calhoun, ) and SLD (Cornoldi, Orsini, Cianci, Giofrè & Pezzuti, ; De Weerdt, Desoete & Roeyers, ; Giofrè, Stoppa, Ferioli, Pezzuti & Cornoldi, ; Peng, Conqying, Beilei & Sha, ; Schuchardt, Maehler & Hasselhorn, ; Toffalini, Pezzuti & Cornoldi, ; Willcutt et al ., , ).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, although it is widely recognized that children with ADHD and SLD have impaired working memory and inhibition (e.g., Cornoldi et al ., ; Giofrè et al ., ; Toffalini et al ., ), very few studies have analyzed the different neuropsychological profiles of ADHD and SLD children, comparing intellectual functioning and executive functions to identify differences and similarities between these two disorders (e.g., Couvadelli, ; Healey, Marks & Halperin, ). In this study, we were interested in analyzing the intellectual and executive profiles in a sample of school‐aged children and adolescents, divided according to their diagnosis into the ADHD group and the SLD group, and in identifying differences and similarities between these groups in order to outline interventions that are more targeted to the characteristics of individual children.…”

Section: Introductionmentioning

confidence: 99%

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

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Romani

Rossetti

et al. 2019

Scandinavian J Psychology

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Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scandinavian Journal of Psychology, 60, 440-446.Several studies have shown neuropsychological deficits across multiple domains in attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD), but differences and similarities between these disorders have been little considered. We were interested in analyzing the intellectual and executive profiles in a sample of children and adolescents, divided according to the diagnosis into the ADHD group and the SLD group, and in identifying the differences and similarities between these disorders. The sample included two clinical groups: the first included 36 children and adolescents with a diagnosis of ADHD (5-15 years; mean = 9.42; SD = 2.22) while the second included 36 children and adolescents with a diagnosis of SLD (7-15 years; mean = 9.43; SD = 2.25). The WISC-IV was used to measure intellectual ability and the NEPSY-II was employed to measure executive functions. The results showed that the SLD group had significantly higher scores than the ADHD group on the NEPSY-II in the inhibition, cognitive flexibility, short-term verbal memory and verbal working memory domains. The ANCOVA showed differences regarding the FSIQ of WISC-IV, in that the SLD group obtaining higher scores than ADHD group. Findings showed that ADHD children are more impaired than SLD children, in particular in cognitive inhibition, cognitive flexibility, verbal memory, working memory and intellectual functioning. The recognition of the strengths and weaknesses of children and adolescents with ADHD and SLD allows to outline an educational and clinical intervention focused on their specific executive and intellectual functioning.

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Einstein and dyslexia: Is giftedness more frequent in children with a specific learning disorder than in typically developing children?

Cited by 30 publications

References 19 publications

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

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